Discuss the differences between individuality and group identity
Discuss the concepts of cliques and gangs
Plan (45 Minutes)
Warm-up- Journal Entry- Students will write about their personal identity and their group of friends identity. What is your personal identity? What is your group of friends identity? (10 minutes)
Discussion- The whole class. Define identity, class, and race. As a group come up with examples of each (guided notes provided) (10 minutes)
Activity- Student break into groups of three or four. Each group is given a topic to brainstorm on a chart. (Each group will be given a big sticky note) Topics given: Individuality, cliques, and gangs. Groups will brainstorm and chart for ten minutes then present their topics to the class. (15 minutes)
Exit Slip- define identity, what is the difference between individuality and belonging to a clique or a gang. Give and example for each.
Materials Needed-
1) Notebook
2) Pen/pencil
3) Large poster sized sticky notes
4) Guided notes for discussion
Accommodations-
Anna and Eric will be placed into separate groups. Each will be assigned as their group’s writer. Luke’s exit slip will be a verbal interview with the teacher.
Reasoning and Strategy Use-
Anna and Eric will be their group’s writers for the activity because it gives them something concrete to do. Anna has been diagnosed with ADHD and keeping her on task is one of the main goals of each lesson. By having her actively engaged in writing down the brainstorming from her group she has a direct task that she can put her energy into. Eric will be placed into a different group then Anna so he can also be his groups writer. Eric has been diagnosed with a conduct disorder and keeping him actively participating in the class actively will help remain engaged and on task. Luke has been diagnosed with dyslexia and reading and writing is difficult for him and takes him longer to do. Luke will be able to have his exit slip done in the form of a verbal interview with the teacher so he will have time to finish his exit slip before class is over. The teacher will ask Luke the questions on the exit slip and Luke can verbally give his answers. This way the teacher can verify Luke has learned and understood the lesson. However, by given the exit slip verbally he will be able to complete his exit slip in a timely manner since he will not have to read or write.
Difficulties with Strategy-
Anna is given the task of being the writer for her group in the group discussion. This gives her the opportunity to have a direct task to focus on. The goal is to help keep her on task. However, it could have the opposite effect by getting her too distracted by having the writing position and it could end up distracting the whole group. Eric is also given the task of writer for his group. This gives Eric the opportunity to have a direct task and activity. However, Eric has been diagnosed with an emotional disturbance and group activities, especially involving sharing of thoughts and opinion can often times aggravate him and cause him to lose his patience. Luke has been diagnosed with dyslexia and is allowed to give his exit slip verbally to the teacher. This is beneficial because he can finish the exit slip in a timely manner. A difficulty with this strategy is that he is unable to work on improving his writing skills. The exit slip would be a chance for Luke to focus on his writing skills. By doing the exit slip verbally with the teacher he is missing the opportunity to improve his reading and writing.
Objectives
Plan (45 Minutes)
Materials Needed-
1) Notebook
2) Pen/pencil
3) Large poster sized sticky notes
4) Guided notes for discussion
Accommodations-
Anna and Eric will be placed into separate groups. Each will be assigned as their group’s writer. Luke’s exit slip will be a verbal interview with the teacher.
Reasoning and Strategy Use-
Anna and Eric will be their group’s writers for the activity because it gives them something concrete to do. Anna has been diagnosed with ADHD and keeping her on task is one of the main goals of each lesson. By having her actively engaged in writing down the brainstorming from her group she has a direct task that she can put her energy into. Eric will be placed into a different group then Anna so he can also be his groups writer. Eric has been diagnosed with a conduct disorder and keeping him actively participating in the class actively will help remain engaged and on task. Luke has been diagnosed with dyslexia and reading and writing is difficult for him and takes him longer to do. Luke will be able to have his exit slip done in the form of a verbal interview with the teacher so he will have time to finish his exit slip before class is over. The teacher will ask Luke the questions on the exit slip and Luke can verbally give his answers. This way the teacher can verify Luke has learned and understood the lesson. However, by given the exit slip verbally he will be able to complete his exit slip in a timely manner since he will not have to read or write.
Difficulties with Strategy-
Anna is given the task of being the writer for her group in the group discussion. This gives her the opportunity to have a direct task to focus on. The goal is to help keep her on task. However, it could have the opposite effect by getting her too distracted by having the writing position and it could end up distracting the whole group. Eric is also given the task of writer for his group. This gives Eric the opportunity to have a direct task and activity. However, Eric has been diagnosed with an emotional disturbance and group activities, especially involving sharing of thoughts and opinion can often times aggravate him and cause him to lose his patience. Luke has been diagnosed with dyslexia and is allowed to give his exit slip verbally to the teacher. This is beneficial because he can finish the exit slip in a timely manner. A difficulty with this strategy is that he is unable to work on improving his writing skills. The exit slip would be a chance for Luke to focus on his writing skills. By doing the exit slip verbally with the teacher he is missing the opportunity to improve his reading and writing.
Homework- read chapter 1
Handouts:
Fill out the table as we discuss in class.